Search results
1 – 10 of 499Kevan Lamm, Nhu-Ngoc “Tina” P., Don Edgar, Abigail S. Borron and Alexa J. Lamm
Engaging learners is one of the most important responsibilities of an educator. Finding opportunities to connect with individuals in a meaningful way is a powerful tool…
Abstract
Engaging learners is one of the most important responsibilities of an educator. Finding opportunities to connect with individuals in a meaningful way is a powerful tool, particularly for leadership educators. The purpose of the study was to determine whether there were any statistically significant relationships between different demographic groups and core self-evaluations among a sample of adult agricultural leadership development program participants. The results of the study found that gender, educational attainment, and geographic region were not statistically significantly related to core self-evaluations. However, there was a statistically significant difference between groups in both the age and organizational level demographic clusters. A recommendation is for educators to use the findings as a starting point to inform learning interventions and to strive to accommodate the needs of individual learners accordingly.
Aaron Cohen and Mohammad Abedallah
This study aims to examine the relationships between personal (emotional intelligence, Dark Triad (DT), core self-evaluation and burnout) and situational variables (organizational…
Abstract
Purpose
This study aims to examine the relationships between personal (emotional intelligence, Dark Triad (DT), core self-evaluation and burnout) and situational variables (organizational justice) and organizational citizenship behavior (OCB) (supervisor report) and counterproductive work behavior (CWB) (self-report).
Design/methodology/approach
In total, 680 questionnaires were distributed to teachers in 20 Arab elementary schools in Northern Israel. Usable questionnaires were returned by 509 teachers (75%). The questionnaires covered emotional intelligence, DT, core self-evaluation, organizational justice, burnout, CWB and demographic characteristics. Their principals filled out questionnaires on the teachers’ in-role performance and OCB.
Findings
Results showed that CWB was mostly related to higher levels of psychopathy, lower levels of emotional intelligence (ability to use emotions) and higher levels of burnout (emotional exhaustion). OCB was related to higher levels of procedural justice, lower levels of burnout and higher levels of emotional intelligence.
Practical implications
Organizations should consider ways to reduce burnout, which may reduce CWB and increase perceptions of justice, thereby promoting OCB.
Originality/value
Two novel aspects are noteworthy. First, this study simultaneously examines both CWB and OCB to clarify the similarities and differences between them. Second, few studies have examined the correlates of CWB and OCB in Arab culture.
Details
Keywords
Abstract
Purpose
The purpose of this paper is to provide some references for teachers who use KidsProgram or other graphic programming tools platform for STEAM (science, technology, engineering, arts and mathematics) education at distance by game-based teaching. From the design of the STEAM class, teachers can know how to stimulate students’ interest in programming and cultivating their ability to innovate and solve practical problems more clearly with KidsProgram.
Design/methodology/approach
This paper will explain the teaching design from ten aspects and implement it in real class to see the result. The ten aspects are situations creation, knowledge popularization, raising problems, analyzing problems, concepts introduction, interface design, logic design, self-evaluation and mutual evaluation, teacher comments and extension and innovation. With the KidsProgram platform, this paper takes “The Missile Convey,” a sub-course of “Discovery Universe” as an example. Through the situation created by the teacher, students brainstorm the dangers that the earth may encounter in the universe and then learn relevant scientific knowledge. Next, students raise and analyze problems according to the situation under the guidance of the teacher. Through the interaction with teachers, students review the programming concepts and the usage of corresponding coding blocks needed for the project, like “random number.” They need to carry out interface design and logic design for the project, and complete the project. After that, the students use the self-evaluation form and the mutual evaluation form to modify and then show and share the projects to the in front of the class. After self-evaluation and peer evaluation, the teacher will make a final summary evaluation and make some suggestions for improvement. From the students’ programming productions and the interviews with them, the teaching result can be known.
Findings
With elaborate teaching design and appropriate teaching strategies, students can flexibly use multi-disciplinary knowledge of science, technology, engineering, art and mathematics to solve problems in the process of creation, which is conducive to the cultivation and improvement of students’ comprehensive quality on KidsProgram classroom, under the guidance of STEAM education. In other words, in this class, students need to use engineering thinking to plan the whole project based on the understanding of scientific principles, design interfaces with artistic ideas, use mathematical knowledge for logical operations, and gradually solve technical problems with the above knowledge or methods in a comprehensive way.
Originality/value
The KidsProgram is a leading graphical programming tool platform in China in recent years. It deeply reconstructs the concept of Scratch designed by MIT. Graphic programming, a method of programming by dragging and dropping blocks containing natural languages, is different from traditional code programming. In this paper, the visualized cases in the class will be demonstrated in the “interface design” and “logic design.” This paper designs a course in STEAM education at distance via KidsProgram, hoping to provide some reference for other research on teaching of graphical programming tools.
Details
Keywords
Judite A. Adriano and Christian Callaghan
Social exchange theory predicts that perceptions of employee/employer exchange relationships may change as employees add educational qualifications. Literature also suggests that…
Abstract
Purpose
Social exchange theory predicts that perceptions of employee/employer exchange relationships may change as employees add educational qualifications. Literature also suggests that more innovative individuals, who are particularly important to organisations, may be more likely to change jobs. The purpose of this study is to test how the innovativeness of an individual differs in its contribution to retention when subjected to different mediating and moderating influences indicated in the literature, for a cohort of employees that are undertaking degree studies while working.
Design/methodology/approach
To test theory that suggests certain implications for employee turnover, the part-time studies unit of a large South African university offering degree studies by evening classes was sampled, yielding 323 useable responses, with a response rate of about 30%. Structural equation modelling (SEM) is used to test a theoretical model predicting certain mediating and moderating influences on the relationship between individual innovativeness and turnover intentions.
Findings
Individuals with higher innovativeness self-report higher turnover intentions, which seem to be reduced by the mediating effects of perceived supervisor support and job satisfaction. Perceptions of distributive justice and core self-evaluations, which may be associated with an individual's evaluation of the social exchange relationship, are found to directly enable retention.
Originality/value
A model of moderation and mediation relationships between employee innovativeness and turnover intentions is derived from the literature and tested, offering novel insights into how to retain valuable staff in this context.
Details
Keywords
Göran Finnveden, Eva Friman, Anna Mogren, Henrietta Palmer, Per Sund, Göran Carstedt, Sofia Lundberg, Barbro Robertsson, Håkan Rodhe and Linn Svärd
Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government…
Abstract
Purpose
Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation.
Design/methodology/approach
All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes.
Findings
Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement.
Originality/value
This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
Details
Keywords
Rianne Appel-Meulenbroek, Theo van der Voordt, Rik Aussems, Theo Arentze and Pascale Le Blanc
This paper aims to explore, which characteristics of activity-based offices are related to the position of workers on the burnout – engagement continuum.
Abstract
Purpose
This paper aims to explore, which characteristics of activity-based offices are related to the position of workers on the burnout – engagement continuum.
Design/methodology/approach
Literature review and an online survey amongst knowledge workers in the Netherlands, which provided data of 184 respondents from 14 organisations. The data has been analysed by descriptive statistics, bivariate analyses, factor analyses and path analysis, to test the conceptual model.
Findings
Five physical work environment constructs were identified of which three showed to have significant relations with employees’ position on one of the three dimensions of the burnout – engagement continuum. Distraction has a direct and indirect (through overload) negative relation with the individual strain (meaning increased exhaustion). Office comfort has indirect positive relations (through recognition and appreciation) with the interpersonal strain (meaning increased involvement). The possibility for teleworking has an indirect positive relation (through control) on the self-evaluation strain (meaning increased efficacy).
Practical implications
The findings show that in the design and management of a healthy physical work environment, corporate real estate managers and human resource managers should particularly pay attention to lowering distraction, providing comfortable workplaces and considering the option of teleworking to some extent.
Originality/value
This paper provides new insights into the impact of distinct activity-based workplace characteristics on workers’ position on the burnout – engagement continuum.
Details
Keywords
Joyce W. Fields, Karen C. Thompson and Julie R. Hawkins
Robert Greenleaf’s principles of servant leadership are relevant to the helping professions, including empowerment and development of others, service to others, and open and…
Abstract
Robert Greenleaf’s principles of servant leadership are relevant to the helping professions, including empowerment and development of others, service to others, and open and participatory leadership. The study of servant leadership was infused into an undergraduate senior capstone experience (an internship) for emerging helping professionals (social work and child and family studies majors). Students read and discussed Greenleaf’s work and applied it to their internship experiences through weekly written reflections. Analysis of student reflections revealed an internalization of servant leadership principles and an understanding of their application within a professional context. Field supervisor evaluations of students indicated professional development consistent with servant leadership ideals. Analysis of servant leadership self-evaluations by students recorded at the beginning and end of the capstone experience revealed increases in empowering and developing others and serving others. These findings support the value of servant leadership education in the training of future leaders within the helping professions.
Lonneke H. Schellekens, Marieke F. van der Schaaf, Cees P.M. van der Vleuten, Frans J. Prins, Saskia Wools and Harold G.J. Bok
This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in…
Abstract
Purpose
This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in higher education.
Design/methodology/approach
The application was developed using a design-based research (DBR) methodology. The application’s design was informed by a literature search and needs assessment of quality assurance stakeholders to ensure compliance with daily practices and accreditation requirements. Stakeholders from three study programmes evaluated the application.
Findings
As part of the development of the application, module- and programme-level dashboards were created to provide an overview of the programme’s outcomes, assessment methods, assessment metrics, self-evaluated quality indicators and assessment documents. The application was evaluated by stakeholders at the module and programme levels. Overall, the results indicated that the dashboards aided them in gaining insight into the assessment programme and its alignment with underlying assessments.
Practical implications
Visualisation of the assessment programme’s structure and content identifies gaps and opportunities for improvement, which can be used to initiate a dialogue and further actions to improve assessment quality.
Originality/value
The application developed facilitates a cyclical and transparent assessment quality assurance procedure that is continuously available to various stakeholders in quality assurance.
Details
Keywords
Habtamu Endris Ali, René Schalk and Marloes van Engen
This study aims to examine whether the internal locus of control, self-esteem and leadership self-efficacy can predict differences in self–other rating agreement on leader…
Abstract
Purpose
This study aims to examine whether the internal locus of control, self-esteem and leadership self-efficacy can predict differences in self–other rating agreement on leader effectiveness. First, the authors predicted that the greater the internal locus of a leader the more their self-rating will be in agreement with others' rating of them (1a). Second, the authors proposed that the greater the self-esteem of a leader the more their self-rating will be in discrepancy with others' rating (1b). Third, the authors hypothesized that the greater the self-efficacy of a leader the more their self-rating will be in agreement with others' rating (1c).
Design/methodology/approach
To test the hypotheses, multisource data were collected from 128 banking leaders (who responded about different aspects of leadership self-efficacy, internal locus of control, self-esteem and leadership effectiveness) and 344 subordinates (who rated their leaders' effectiveness in performing leadership tasks).Multivariate regression was performed by jointly regressing both leaders' self-ratings and subordinates' ratings as a dependent variable on internal locus of control, self-esteem and leadership self-efficacy as predictor variables.
Findings
Self-esteem of a leader the more their self-rating will be in discrepancy with others' ratings.
Originality/value
The study tried to investigate the leader-subordinate dis(agreement) on leaders’ effectiveness taking banking leaders in the Ethiopian Context. The finding of the results is crucial and important for leadership development programs.
Details